Definition of a Flipped Classroom
• A classroom that uses videos/podcasts as
instructional tools to help time-shift the
instruction of concepts so students receive
the most support (teacher and classmate
presence) when they are working on the
heaviest cognitive load (actually solving
problems and working on
understanding/using the content by
themselves). ~Crystal Kirch
Purpose for Flipping
A traditional classroom:
• Students learning at different
paces (slow, medium, fast)
• Students missing important
pieces of information from
class even though they were
• Students absent (sick, sports,
etc) and missing critical
• Students not completing
homework fully or correctly at
home because they "forgot"
how to do it from class (or
simply copying from a friend)
• Forgetting old material and
having no way to access it.
A traditional classroom:
• Teacher spending most of
class time going over the
content in lecture style form
and not giving students a lot of
time to practice on their own
• Teacher spending many extra
hours tutoring and re-
explaining to students who
didn't "get it" in class
• How do I shift the onus of
responsibility to the students?
Thoughts on the Flipped Classroom
• Creating a "Flipped Classroom" is a constant work in
• Using this ideology has the ultimate goal of increasing
student understanding and ownership of the content.
• This may look a little different in every class, this may
look a little different every year…
• As educators we have to find ways to help support our
students in their learning and help them to develop
into reflective, responsible, and self-directed learners!
• There is no ONE flipped classroom. Take pieces of
everything you see and make it work with your
students in your classroom.
Deciding on the Content
• Anything you use to lecture in class could potentially
be a video.
• Anything you notice the students need to work on.
– Data driven
– Example my students did a horrible job in their first essay
on capitalization so I made a quick video on basic grammar
rules on capitalization.
• There are some premade content pieces already out
there, you could use something already created!
– Khan Academy (science & math)
– Schooltube.com & youtube.com
– Flipped learning network
– Brightstorm.com (English)
How are they actively engaged? The WSQ…
• I use Crystal Kirch’s method of WSQ
– Stands for:
• Watch & take notes
• Ask a question
• It is important to model this!
• Summarizing is a district framework best practice!
– This must be modeled too, my students must go beyond in today’s
video we learned (fill in the title of the video here)
– I require a 3 sentence minimum summary.
• Questions should be “HOT” or higher order thinking questions.
• Other options, have them create something.
– Pamphlets with the information
– Fill out a guided notes packet
– Whatever you are comfortable with, remember this is a work in
What to use to deliver the content:
• Video cameras and a white board, or white board
• Prezi, Power point with a screen capture program
– Screencastomatic.com (free, limit to 15 min)
– Jing (limit is even shorter 5-7 min)
– Camtasia (not free)
• If you have a webcam you can use that to record both
face and sound, or just sound.
• Something to think about do you want your face in the
• Another option would be only audio, the students
could download the podcast.
• Example using prezi and
– Components of a Paragraph
• Example with embedded video
– Body Sentences, Transitions, and Conclusions
• Example with power point
– Characters Motive Promote the Theme
What do you do with a video after you
• Next step in the process:
– Youtube Channel
– Store the videos as a video file on your computer and
upload them to edmodo.
– Sophia.org & OBA!
• Both are a social networking platform that allows you to
upload multiple pieces to the process
– PDFs, Videos, pictures etc.
– I will, on the day the video is due, add the link to a
post in edmodo as well as tweet the link to the
• I save all the video files to edmodo as well in a folder for the
students to access whenever they need to.
My Own Reflections
• With STEM and PBL integration this has helped me in time
management in class.
– Instead of wasting precious class time on the simple matter of note
taking we are able to do more in depth analysis together.
• This year has been a learning experience
– Most that is out there is made for science and math NOT language
– How to make it easier on myself, guided notes were good for some
but not all and it was a lot more work on top of the videos.
– Creating the presentation first took a lot longer than the video, as
long as you don’t write a script or freak out about it being perfect.
• What is next for me…
– Moving most of my videos over to sophia.org
• Allows for better organization
• Allows for multiple styles of learning
– Moving towards a digital WSQ (using google forms)
• Homework motivation
– My students do the homework, it is pretty much the same amount of
students doing their work as prior to the flip
– However feedback shows that they enjoy it.
• Lack of technology doesn’t seem to hinder them.
– I offer a “Viewing Party” every Wednesday for people to catch up
– The ipads in my room are separate from flipping
– The person I use as a resource for flipping has only TWO computers in
her room, and she is on her second year of flipping.
– Offer videos on thumb drives too!
• They re-watch!
– The data shows they care going back and watching the videos if they
need to see the content again! Some videos have 200 views (10/23
38% LOVE IT
38% Think it is easier than other HW
76% Enjoy the new style
If you are interested in more
information here are some great
Teacher resource site:
Kirch’s student website: